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A qualitative evaluation of scalpel skill teaching of podiatry students

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dc.contributor.authorCausby, R.S.
dc.contributor.authorMcDonnell, M.N.
dc.contributor.authorReed, L.
dc.contributor.authorFryer, C.E.
dc.contributor.authorHillier, S.L.
dc.date.issued2017
dc.description.abstractBackground: Degrees in health disciplines need a balance of theoretical knowledge and sufficient clinical practice to meet registration requirements, in particular those requiring specialist skills such as the use of scalpels and other small instruments, such as podiatry. However, despite this requirement there is a scarcity of literature and research to inform teaching of these particular manual clinical skills. Therefore, the aims of this study were to determine the current approaches being used to teach manual skills, in particular scalpel skills, in university podiatry programs in Australia and New Zealand, and to explore what issues, challenges and innovations exist. Methods: A qualitative study, consisting of semi-structured interviews with staff at eight university podiatry programs in Australia and New Zealand was undertaken to determine how these skills are taught and evaluated, and how poor performers are managed. A conventional content analysis technique was used to analyse and code interview data, with the resultant categories reported. Results: Approaches to teaching manual clinical skills, in particular scalpel skills, appear to be consistent between university programs in Australia and New Zealand in utilising didactic-style content, demonstration, physical practice on inanimate objects and real skin, and often the use of supplementary audio-visual material. The main reported differences between programs were in methods and processes of practice, with controversy regarding the use of inanimate objects versus real skin for practice. Conclusions: Despite a lack of research and literature surrounding this topic, the approach to teaching is relatively consistent between programs with greatest disparity being the structure and duration of practice. Key issues for teaching staff in teaching manual skills were students’ clinical exposure, motivation, levels of anxiety and dexterity.
dc.identifier.citationJournal of Foot and Ankle Research, 2017; 10(21):1-14
dc.identifier.doi10.1186/s13047-017-0202-9
dc.identifier.issn1757-1146
dc.identifier.issn1757-1146
dc.identifier.orcidCausby, R.S. [0000-0002-9236-9379]
dc.identifier.orcidFryer, C.E. [0000-0001-8281-2130]
dc.identifier.orcidHillier, S.L. [0000-0002-6071-6137]
dc.identifier.urihttps://hdl.handle.net/11541.2/126505
dc.language.isoen
dc.publisherBioMed Central Ltd
dc.rightsCopyright 2017 The Author(s). This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. (http://creativecommons.org/licenses/by/4.0/)
dc.source.urihttps://doi.org/10.1186/s13047-017-0202-9
dc.subjectclinical education
dc.subjectmanual clinical skills
dc.subjectskills acquisition
dc.subjectlow-fidelity simulation
dc.subjectqualitative research
dc.subjectscalpel skill teaching
dc.subjectHumans
dc.subjectSurgical Equipment
dc.subjectPodiatry
dc.subjectEducation, Medical
dc.subjectEducational Measurement
dc.subjectClinical Competence
dc.subjectTeaching
dc.subjectAustralia
dc.subjectNew Zealand
dc.subjectSimulation Training
dc.titleA qualitative evaluation of scalpel skill teaching of podiatry students
dc.typeJournal article
pubs.publication-statusPublished
ror.fileinfo12144917390001831 13144917380001831 9916128400201831
ror.mmsid9916128400201831

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